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Study-Strategy Use in Learning from Text. Does Gender Make Any Difference?
ARTICLE

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ISAIJLS Volume 29, Number 3, ISSN 0020-4277

Abstract

Describes two studies at the University of Helsinki (Finland) that explored the existence of gender differences in spontaneous study strategies use while learning from texts. Discusses results that showed no differences in text comprehension, and concludes that different study strategies more than gender issues differentiated the learning outcomes. (Author/LRW)

Citation

Slotte, V., Lonka, K. & Lindblom-Ylanne, S. (2001). Study-Strategy Use in Learning from Text. Does Gender Make Any Difference?. Instructional Science: An International Journal of the Learning Sciences, 29(3), 255. Retrieved April 6, 2020 from .

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